Action Area Tool
When: Bi-weekly/monthly to monitor
intervention needs on skills/standards
What: Targeted skills for intervention, small
group or 1:1 support
Portfolio
Portfolio
When: Weekly to review student
recordings and writing artifacts
What: Growth in oral fluency and writing
skills
Progress Report
When: Ongoing to track work in the
individual pathway
What: Review lessons completed/passed,
remediation, skills inventory, achievements
Review Class Data
Identify grade level band students are
working in and lessons
passed/completed.
1.
Form intervention groups based on
instructional grade level.
2.
Review hyperlinked lessons to provide
intervention and correlating resources in
Teacher Resources.
3.
Growth Report
When: After each benchmark assessment
BOY: Aug 1- Oct. 31
MOY: Dec. 1- Feb. 28
What: Identify assessed grade level, scores
in literacy, oral vocabulary, growth between
benchmarks
Review Class Data
Filter between literacy, oral vocabulary,
Lexile scores.
1.
Identify student overall placement and
proficiency score and assessed grade
level.
2.
Sort columns to group students for
intervention.
3.
Multiple Benchmark Data
Filter by BOY and MOY test windows.1.
Look for overall student placement and
proficiency scores for each benchmark.
2.
Identify YTD growth points between
assessments.
3.
Review Individual Student Data
Click on a student’s name, filter Test
Window by BOY, MOY or both.
1.
Review sub-test details for literacy and
oral vocabulary.
2.
Identify YTD growth in literacy, oral
vocabulary and lexile scores.
3.
Growth Progress Intervention
MOY Intervention & Test Prep
Review Individual Student Data
Click on a student’s name and filter by
type of artifacts.
1.
Listen to recordings over the course of
the year to determine progress in oral
reading skill such as accuracy, fluency,
inflection, and pacing.
2.
Review writing artifacts to determine
progress in conventions, cohesion,
accuracy, and completion.
3.
Take Action
Download and print examples to share
with students, parents, or other
stakeholders to review set goals.
1.
Use the provided Teacher Resources in
the Portfolio to target support through
guided and independent practice.
2.
Create additional Playlists to support
unfinished learning in oral reading
fluency and writing skills.
3.
Review Class Intervention Needs
Identify skill areas that need support.1.
Filter by the preferred metric of Skill,
Standard, or Student View.
2.
Click the Open Intervention Tool. 3.
Provide small group instruction to
students identified in the Open
Intervention Tool. Click on the identified
activities to use as guided learning. Use
provided Teacher Resources during
small group instruction.
4.
Assign the activities in a playlist for
students to complete independently.
5.
Review Student Intervention Needs
Review the Playlist data to determine
skill mastery level.
1.
Provide additional support for
unfinished learning through Playlists
and offline resources.
2.
Data
Guiding Questions:
Are students at
risk of not
mastering skills,
standards or
passing
upcoming high
stakes
assessments?
Which students
need
intervention?
Which
standards/skills
will I target for
intervention
instruction and
assessment?
What resources
are available to
support
continued
progress?
Review Individual Student Data
Click on a student’s name. 1.
Review Progress by Lesson, identify
lessons passed/completed.
2.
Review Skills Inventory, filter by YTD,
Detailed View, identify incorrect skills to
provide intervention resources.
3.
Review Achievements, filter by YTD to
identify overall achievements.
4.
When: Bi-weekly/monthly to monitor
intervention needs on skills/standards
What: Targeted skills for intervention, small
group or 1:1 support
Portfolio
Portfolio
When: Weekly to review student
recordings and writing artifacts
What: Growth in oral fluency and writing
skills
Progress Report
When: Ongoing to track work in the
individual pathway
What: Review lessons completed/passed,
remediation, skills inventory, achievements
Review Class Data
Identify grade level band students are
working in and lessons
passed/completed.
1.
Form intervention groups based on
instructional grade level.
2.
Review hyperlinked lessons to provide
intervention and correlating resources in
Teacher Resources.
3.
Growth Report
When: After each benchmark assessment
BOY: Aug 1- Oct. 31
MOY: Dec. 1- Feb. 28
What: Identify assessed grade level, scores
in literacy, oral vocabulary, growth between
benchmarks
Review Class Data
Filter between literacy, oral vocabulary,
Lexile scores.
1.
Identify student overall placement and
proficiency score and assessed grade
level.
2.
Sort columns to group students for
intervention.
3.
Multiple Benchmark Data
Filter by BOY and MOY test windows.1.
Look for overall student placement and
proficiency scores for each benchmark.
2.
Identify YTD growth points between
assessments.
3.
Review Individual Student Data
Click on a student’s name, filter Test
Window by BOY, MOY or both.
1.
Review sub-test details for literacy and
oral vocabulary.
2.
Identify YTD growth in literacy, oral
vocabulary and lexile scores.
3.
Growth Progress Intervention
MOY Intervention & Test Prep
Review Individual Student Data
Click on a student’s name and filter by
type of artifacts.
1.
Listen to recordings over the course of
the year to determine progress in oral
reading skill such as accuracy, fluency,
inflection, and pacing.
2.
Review writing artifacts to determine
progress in conventions, cohesion,
accuracy, and completion.
3.
Take Action
Download and print examples to share
with students, parents, or other
stakeholders to review set goals.
1.
Use the provided Teacher Resources in
the Portfolio to target support through
guided and independent practice.
2.
Create additional Playlists to support
unfinished learning in oral reading
fluency and writing skills.
3.
Review Class Intervention Needs
Identify skill areas that need support.1.
Filter by the preferred metric of Skill,
Standard, or Student View.
2.
Click the Open Intervention Tool. 3.
Provide small group instruction to
students identified in the Open
Intervention Tool. Click on the identified
activities to use as guided learning. Use
provided Teacher Resources during
small group instruction.
4.
Assign the activities in a playlist for
students to complete independently.
5.
Review Student Intervention Needs
Review the Playlist data to determine
skill mastery level.
1.
Provide additional support for
unfinished learning through Playlists
and offline resources.
2.
Data
Guiding Questions:
Are students at
risk of not
mastering skills,
standards or
passing
upcoming high
stakes
assessments?
Which students
need
intervention?
Which
standards/skills
will I target for
intervention
instruction and
assessment?
What resources
are available to
support
continued
progress?
Review Individual Student Data
Click on a student’s name. 1.
Review Progress by Lesson, identify
lessons passed/completed.
2.
Review Skills Inventory, filter by YTD,
Detailed View, identify incorrect skills to
provide intervention resources.
3.
Review Achievements, filter by YTD to
identify overall achievements.
4.